“Roman Classicism: An American manifestation of English Georgian architecture, favored especially by Thomas Jefferson and seen ca. 1790 to 1830. A raised first floor, a Roman-style columned portico raised on a podium, and severity of ornament characterize the style.”
Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.
This reading on Lucius Junius Brutus is actually a nice little summary of the founding of the Roman Republic, both in legendary and factual detail. Here is the vocabulary-building and comprehension worksheet that goes with it.
If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.
“There are three kinds of lies: lies, damned lies, and statistics.”
Excerpted from: Winokur, Jon, ed. The Big Curmudgeon. New York: Black Dog & Leventhal, 2007.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Tagged humor, literary oddities
It’s Merriam-Webster’s Word of the Day today, to here is a context clues worksheet on the verb ferret. It’s used both intransitively and transitively. You might note for students that in this sense of the verb’s use–i.e., “to find an bring to light by searching”–ferret always appears with the preposition out.
If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.
“Zeitgeist: (Ger., spirit of the time) In art terms, refers to certain elements characterizing the mood, thinking, and resulting art production or a period or moment.”
Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.
As I get ready to sign off for the day, I cannot thing of a better or more timely document to depart by than this Cultural Literacy worksheet on chauvinism.
If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.
“Direct Object: A noun or pronoun that receives the action of a transitive verb. Pearson publishes books.”
Excerpted from: Strunk, William Jr., and E.B. White. The Elements of Style, Fourth Edition. New York: Longman, 2000.
Posted in English Language Arts, Quotes, Reference
Here is a worksheet the Greek word root poly, which you may already know means many. This is a very productive root in English for vocabulary development across the common branch curriculum, including, in my own domain, polytheism.
If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.
“Double bind: An inescapable dilemma involving conflicting demands that allow no right or satisfactory response. An influential theory of the etiology of schizophrenia was put forward by the English-born US anthropologist Gregory Bateson (1904-1980) and several co-authors in an article in the journal Behavioral Science in 1956, according to which schizophrenia is caused by parenting styles that create double binds for children, as when a mother complains to her son for not giving her a kiss but recoils physically whenever the child does kiss her. This theory was enthusiastically adopted by the Scottish psychiatrist Ronald D(avid) Laing (1927-89) and others during the 1970s and 1980s, but empirical evidence has not been forthcoming in support of the theory, despite its attractiveness.”
Excerpted from: Colman, Andrew M., ed. Oxford Dictionary of Psychology. New York: Oxford University Press, 2003.
It’s a gorgeous August day in southwestern Vermont. Here, if you can use it (I did more than once, for students dealing with schizophrenia in their families), is a reading on schizophrenia along with its vocabulary-building and comprehension worksheet. The reading is relatively straightforward, nonetheless it contains abstractions (e.g. “delusions of grandeur”) with which some learners may struggle. As with just about everything else at Mark’s Text Terminal, this document is formatted in Microsoft Word, so you can alter it to your student’s needs.
If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.
Posted in English Language Arts, Independent Practice, Social Sciences, Worksheets
Tagged building vocabulary/conceptual knowledge, career/technical education, cognition/learning/understanding, diction/grammar/style/usage, health, questioning/inquiry, readings/research, science literacy, social-emotional learning
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